Intercultural education in Spain: Study of approaches and practices in Primary Education

Abstract

The conceptual development of cultural diversity in Spain has been linked to the migration phenomenon. Intercultural education arises as a necessary educational standpoint that has already come a long way and favours inclusive proposals in schools. Nevertheless, scientific literature highlights the existent offset between discursive approaches found in schools and the development of the intercultural educational practice, which occasionally encourages the segregation and exclusion of foreign origin students. This contribution aims to learn about the theoretical approaches and which practices prevail in Spanish educational centers. The research stands on a quantitative approach based on delivering a questionnaire to management team members of 1730 schools. The results show that intercultural education is not a majority option among participant schools. Besides, a deep analysis of predominant perspectives and practices is conducted in the centers that manifested intercultural education, leading to conclusions about the evolutionary process of its conceptualization and practical development. However, it is still pending the challenge of overcoming the folklorization of intercultural actions and letting this education be extended to all students.